PART B: PREPOSITIONS MAKING SENSE
(HAVING LOGICAL MEANINGS)

Have the students look at the pyramid with the examples of time and location.

b)

Point out that the bigger portion of the pyramid reflects a big quantity of time (ex: months, years) or a big physical area (ex: cities, countries).

c)

Point out that the top part shows a smaller, more precise point in time or space such as the exact time or location.

d)

Point out the middle section is a more intermediate interpretation with the specific preposition introducing days (in different possible ways) or, in American English (AmE), the name of the street. In British English (BrE) a street can be interpreted as a sufficiently big area to be included in the larger bottom group.

B

STEP 2

LOGICAL MEANINGS FILLING IN THE PYRAMID PREPOSITIONS

a)

Elicit the 3 prepositions needed to complete the pyramid and have the students write them in the corresponding places on their handout.

b)

Remind them this pyramid serves more as a guideline than as an absolute rule. However, it can still be very useful if one is not sure which preposition is appropiate. Making an educated guess using this guideline will increase their chances of choosing the right preposition.

Ask them for the prepostition which typically introduces a theme (following any of the verbs given)

ANSWER: about

c)

Is it the same preposition used when following interested ? ANSWER: no

d)

Elicit the appropiate preposition. ANSWER: in

e)

Ask the students why about is not correct. ANSWER: because in collocates with interested

C

STEP 2

COLLOCATION GAP-FILL PREPOSITIONS

a)

Have the students individually attempt to fill in the gaps for the words afraid to worried.

b)

Students compare their answers in pairs or groups of three.

c)

Go over the answers together, pointing out that these prepositions typically collocate with those words

C

STEP 3

COLLOCATION REVIEW PREPOSITIONS

a)

Have the students turn over their papers.

b)

Elicit the prepositions either from the class as a whole or soliciting directly from different students.

“Jordi, afraid _____ something or somebody. What’s the preposition?”

c)

Point out that in many cases, it’s simply remembering what that particular group of words is, functioning as a set expression.

d)

Place the students into pairs and have them taking turns asking their partner questions as modelled in step b. Then they change roles. Note: The ‘teacher’can refer to the handout, but the ‘student’ cannot.